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Using a narrative inquiry methodology, grounded by the polymorphous paradigm and institutional betrayal as a conceptual framework, I highlight the experience of seven college student sex workers. I explore their perceptions of and engagement with their colleges/universities and the faculty, staff, and administrators that run them. Specifically, I sought to understand how they make meaning of their invisibility on campus and I inquire about what they think institutional support means and how it could manifest for them. Findings include the reality that these college student sex workers have little confidence in their institutional leaders to understand them, they view their campus as places where they are always already not welcome, and they had little vision for how their institutions could be supportive. I conclude with recommendations for educators and administrators and discussion of implications. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Admission Services being under the Student Affairs and Services has the responsibility to communicate with newly enrolling students from a variety of venues, answer questions about the university, and evaluate potential applicants. It also maintains the integrity of the admissions process, thus ensuring efficient and systematic evaluation of credentials (Galvez, 2018). Admission criteria and student applicant satisfaction with admission services used by academic institutions have been the subject of various research in the past years, however, the results were highly varied. The study focuses on the assessment of satisfaction with admission services. Student applicants' from one private HEI were the respondents of the study. The study employed a Convergent parallel mixed method. The respondents of the study were student applicants from basic education, college and graduate studies from one higher educational Institution from Malolos City enrolled in SY 2021-2022. The study adopted validated instruments by Galvez (2018). It is a 12-item instrument with a Cronbach's alpha value of 0.85. The study revealed that the overall satisfaction on admission services was 4.60 with a descriptive interpretation of Excellent. The excellent weighted mean was manifested by the 3 subcategories namely: (1) Personnel - 4.60 (excellent), (2) Facilities - 4.61 (excellent), and (3) Services - 4.61 (excellent). Moreover, on the qualitative phase analysis, two themes emerged namely: (1) Accessibility and convenience, and (2) Quality education and accreditation status. The HEIs cater not only basic education and regular college students but also graduate studies and alternative education students whose also working which may looks for educational provider that are accessible and gives convenience to them, Likewise, student-applicants' also gives particular attention on the level of accreditation of the program they are applying. [ABSTRACT FROM AUTHOR]

Upon reviewing the mission statements of over 6,500 institutions of higher education in the United States, 40 institutions were isolated for their inclusion of the words “social justice.” The research team analyzed the use of the term through qualitative content analysis. In this conventional content analysis, open, inductive coding was used to explore how social justice is included in mission statements and its relevant context. Using content analysis, the research team developed a framework of four value types present in mission statements: foundational values, espoused values, instilled values, and pursued values. The findings explore what each of these values mean for practice. Finally, we conclude with implications for practice, specifically for new professionals and institutions engaging in this work. As new professionals enter the student affairs profession, these implications for practice can help them understand how their personal values and pursuits for social justice fit into their institution’s mission statements and actions taken for social justice.

Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers’ perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates.

Collaboration between academic and student affairs professionals is an important means of increasing student success; however, historical divides between these units have made implementation of these efforts challenging. This quantitative study sought to evaluate the perceptions of faculty and student affairs staff towards collaborative efforts and toward one another within a single campus of a comprehensive regional university within the southeast. Findings show that while both faculty and staff value collaborations and believe they positively impact student success, these units do not experience equitable voice and responsibility within collaborative efforts when conducted. Additionally, differences were found in enjoyment of collaborative efforts and how various traits impacted willingness to collaborate. Significant differences were also found in the perceptions faculty and staff hold toward one another, both in perceptions of the roles and within relational descriptors. Finally, this study identified that interpersonal relationships and perceptions do in fact relate to willingness to collaborate, but do so in differing ways for the two employee classifications. Implications for institutional leadership and recommendations for future research are provided.

We report findings from an interpretative phenomenological analysis (IPA) study of transgender and gender non-conforming (TGNC) participants’ perceptions of their on-campus experiences. Participants reported their lived experiences of campus culture in the Deep South. The data was viewed through a minority stress framework. Four major themes emerged: a) supports for students; b) barriers for students; c) undergoing personal change; and d) influencing systemic change.

International students are an important presence on U.S. campuses today; however, many student affairs professionals and institutions struggle to engage international students in campus life. This study explored the co-curricular engagement of international students to investigate what motivates students to get involved, how they choose their engagement opportunities, and what inhibitors or barriers they perceive as they consider their engagement. Using data collected through focus group participation, we found that international students may face challenges in making sense of involvement in the U.S. context. Additionally, international students may face challenges to involvement that are culturally centric and different from their U.S. peers. With these findings in mind, we challenge student affairs professionals to redefine involvement to be more interculturally competent, taking into consideration differences in social and cultural capital among students and better understanding the international student experience. Additionally, we encourage student affairs professionals to move from proactive to reactive approaches in engaging international students. We end this article with recommendations for campus-based practitioners to include international students when designing inclusive environments for campus involvement.

There is a range of barriers to postsecondary access and success for undocumented college students in the United States. Considering these barriers, scholars, practitioners, and activists alike have called on institutions of higher education to enhance their capacity to serve, support, and advocate for undocumented students. One way that institutions are responding to this call is by establishing Undocumented Student Resource Centers (USRCs). There is an emerging body of scholarship on the function and importance of USRCs on college campuses in the United States. Yet, there remains a dearth in the literature on the experiences of the higher education professionals committed to coordinating or directing these identity-based centers. This exploratory qualitative study relies on the voices and stories of USRC professionals to understand their self-described roles and responsibilities as well as what keeps them motivated to continue serving, supporting, and advocating for undocumented students. [ABSTRACT FROM AUTHOR]

The well-being needs of college students have increased in recent years and were exacerbated by the COVID-19 pandemic, particularly among students of color living in urban environments such as New York City. This qualitative study explored how COVID-19 influenced recreational behavior of college students at a Hispanic-serving institution in New York City after the first year of the pandemic through the lens of the Social Determinants of Health. Findings indicated that participants experienced increased stress and anxiety due to the pandemic, barriers and influences on their recreational behavior, and how they experienced resilience through their recreational behavior. Higher education administrators could utilize these findings in providing an improved response to acute health crises such as the COVID-19 pandemic through additional support and outreach services to their students. [ABSTRACT FROM AUTHOR]

Ximena was sure she would be appointed as the Director of Student Life at Aspirante University, a Hispanic-Serving Institution. As interim director, Ximena strove to enact servingness in her everyday practice. Her efforts to create a culturally responsive, relevant, and affirming campus environment for Latinx students were unparalleled. However, she was overlooked yet again for the directorship. This case study is intended to challenge leaders to check their assumptions and examine how they operationalize Whiteness, reproduce the dominant model of professional, and thereby preclude candidates from being earnestly and equitably considered for the job. It raises implications for current leaders who may enact deficit thinking and racially and culturally biased practices as well as for leaders who may be hindered by such practices. [ABSTRACT FROM AUTHOR]

Purpose/objectives: This study investigates the relationship between first‐year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum. The objective of this research is to provide information to inform student support efforts for predoctoral dental programs. Methods: Academic records for 156 students who completed their first year (D1) of predoctoral dental education in 2015/2016 were reviewed. The analysis reviews outcomes at the end of D1 and the end of the 4‐year curriculum. The outcomes of this study are grade point average (GPA) at the end of the 4‐year traditional dental school curriculum, grouped as basic science, preclinical, preclinical laboratory, translational, and clinical. Regression analyses were performed for each outcome. A GPA change of 0.5 was employed to demonstrate change, as it represented half a letter grade. Result: The analysis found first‐year grades to be related to 4‐year academic outcomes. For example, a 0.5‐grade point score increase in the first‐year basic science GPA was associated with a 0.503 increase in basic science GPA. However, a 0.5‐grade point increase in first‐year annual GPA was associated with a 0.084 increase in the clinical science GPA. First‐year annual GPA was the only significant predictor variable for overall 4‐year GPA; a 0.5‐grade point increase in the first‐year annual GPA was associated with a 0.386 increase in overall GPA. Conclusion: The results of this study suggest that academic and personal support in the first year of dental school is paramount in supporting student success in predoctoral dental education. [ABSTRACT FROM AUTHOR]

Within this multiple-case study, we explored the experiences of Black women in senior student affairs officer (SSAO) positions at four-year Historically White Institutions (HWIs) and Historically Black Colleges and Universities (HBCUs) in the United States. We used Black feminist thought and representational bureaucracy to theoretically frame the study. Participants included SSAOs representing three HWIs and two HBCUs. Four central themes - often expressed within experiences of marginalization - emerged across the cases: (1) I have a right to be here, (2) Creating networks, (3) No straight line to the top, and (4) I'm thinking about the Black girls coming behind me. We conclude the study with a discussion, implications for practice, and recommendations for ongoing research. [ABSTRACT FROM AUTHOR]

Students who are also parents (student-parents) are unique and often underrepresented in postsecondary settings. Balancing the responsibilities of home life alongside academic pursuits is often challenging for students in general and for some student-parents even more so. Faculty and students in a partnership project at a mid-size university in Alberta, Canada, took on a small study to examine student-parent experiences at their university. The partner team describes how a unique blend of student-faculty collaboration looked at supports, barriers, and higher education student norms relating to student-parent experiences. This study looked at the available literature as a foundation to identify the concerns facing students who are parents in higher education settings, as well as the policies and practices of postsecondary institutions that support student-parents. Survey and focus group methods aided in our understanding of the lived experiences of studentparents and their views of support within the university. Recommendations for institutional policy and practices for more supportive learning environments for student-parents include accessible childcare, information about campus resources, faculty awareness and compassion, and facilities on campus that can foster a sense of belonging. [ABSTRACT FROM AUTHOR]

In this essay, I draw on the socio-historical context of free speech and hate speech in U.S. public higher education and the concepts of color-evasiveness and free speech ideology to conceptualize a color-evasive free speech ideology. The ideology I conceptualize is characterized by a prevailing belief that protecting and defending free speech rights is the only way to ensure democracy and equality, regardless of the racial harm and violence enacted by speech, and to the degree that those who challenge racist hate speech should be punished as a threat to free speech. I then explore three recent events to contextualize color-evasive free speech ideology: higher education professional organizations' responses to the release of Executive Order 13864 (Improving Free Inquiry, Transparency, and Accountability at Colleges and Universities) in March 2019 and two institutional-level examples of controlling student behavior through selective and racialized protection of free speech. I discuss the examples to illustrate how color-evasive free speech ideology upholds white supremacy and conclude with implications for scholars and practitioners, urging a critical troubling of color-evasive free speech ideology in future research and practice. [ABSTRACT FROM AUTHOR]

When working with international students from collectivist cultures or backgrounds, it is important for academic advisors and career counselors to consider the influence their families have on their academic and career trajectories. The authors synthesize research on international student's perceptions of their institution experiences in the United States. Additionally, the shared experiences of academic advisors and career counselors that work with international students are incorporated. Relational Cultural Theory (RCT) is offered as a framework conceptualizing international students and for recommendations [ABSTRACT FROM AUTHOR]

This article is meant to serve as a resource for white student affairs practitioners to continue to consider their role in engaging in anti-racism work by learning about both theoretical and practical tools. Through the lens of Critical Race Theory, this piece examines the way racism is used as a tool by those with power to marginalize and harm Black individuals and communities people specifically through a higher education and student affairs context. Using existing research and practice that requires the self-examination of whiteness by white people, this piece will hopefully engage practitioners in considering ways to leverage whiteness as a tool to interrupt oppression and domination in systems and interpersonal actions. [ABSTRACT FROM AUTHOR]

In this article, I argue that higher education inflicts trauma on Black and Indigenous students. However, trauma-informed practices can serve as a liberatory practice that disrupts white supremacy culture and minimize harm against BIPOC students. I define trauma and trauma-informed practices (TIPs) and weave how racial trauma, including political, generational, and necrophiliac trauma, impacts Black and Indigenous students in university contexts. In the spirit of hope and resistance, I end with suggestions for student affairs practitioners outlined by the framework of TIP tenets that they can directly implement in their conversations and mentorship of college students. I also suggest strategies for the systemic change needed to prevent higher education from doing more harm. [ABSTRACT FROM AUTHOR]

Unlike university classrooms, academic support services provide students opportunities for enactive mastery of a skill with immediate feedback in a low-risk learning environment. Given that this environment likely alters affective states, this study tracked support-seekers' perception (n=107) of their anxiety and confidence before and after repeated 1 hour academic skill development sessions (n=384). Results showed that academic-support environment had a robust, immediate, and long-lasting effect on decreasing anxiety and increasing confidence. Positive outcomes such as reduced anxiety and increased confidence during an academic skill development session were associated with increased academic performance. There was a high rate of participants (98%) persisting into the next year of their program. Together this study demonstrates that the academic-support environment can provide intervention in the form of enhancing affective states in situations of high anxiety and low confidence to potentially affect academic outcomes and retention rates. [ABSTRACT FROM AUTHOR]

Internationalization continues to be a priority of the education mandate in British Columbia (BC). While there is currently a lack of exploratory studies on international students' (IS) experiences of challenges in their host institutions, little research has examined their experiences from sociocultural context-based standpoints. This study fills this gap by examining the daily lived experiences of Chinese postsecondary IS in BC through the lens of intersectionality. First, the notions of cultural distance, nationality, and language proficiency were conceptualized as intersectional categories. Next, narrative data were collected from six Chinese IS and then analyzed through an iterative coding framework that connected narrative themes to the theoretical framework of intersectionality. The results show how the interlocking categories created instances of minoritization among the participants due to power imbalances brought upon by compatriots, peers, and federal/institutional policies. Implications in future directions of intersectionality research, policy, and practices are presented. [ABSTRACT FROM AUTHOR]

Higher education practices and policies are rooted in racism and imperialism. This causes physical and emotional harm to BIPOC students. Yet, student affairs practitioners and higher education leaders struggle to stay conscious of the relationships between macro structures of oppression and their deleterious educational, economic, health, and social consequences, when it comes time to assess, understand, and intervene in campus crises and racialized violence. Borrowing from the medical field, this paper offers "structural competency" as a framework for student affairs education and practice toward supporting practitioners prepared to mitigate systemic racism and to identify the social determinants of inequity. Structural competency in student affairs means having the capacity to understand and take actions toward addressing the root causes of BIPOC students' marginalization in historically white campus contexts. It requires deep attention to how these causes—polices, institutional norms, infrastructures, and the hegemonic beliefs embedded in our economic, social, and political systems—interact with students' lived experiences on campus. Guided by a Critical Race Theory lens, structural competency moves us toward confronting the downstream consequences of upstream decisions such as admissions standards that disenfranchise BIPOC students, or how the federal financial aid formula fails to account for equity in home ownership which disproportionately harms Black families for the benefit of white ones, because of antiblack U.S. policies such as redlining, making college less accessible for BIPOC students. This paper argues that such a structural competency framework and mindset in policy and practice is crucial for higher education leaders confronting systemic institutional policies that have a cumulative and ongoing oppressive impact on BIPOC students. [ABSTRACT FROM AUTHOR]

Food insecurity is widespread among US college students. We examined the impact of participating in the Supplemental Nutrition Assistance Program (SNAP) on food security status among students at a large public university using a quasi-experimental study. Sequentially adjusted logistic regression models were used to assess the impact of SNAP participation on food insecurity. SNAP participants experienced a 63% decrease in food insecurity from baseline to six months (p <.05). Adjusted models found 89% (95% CI 0.25–0.98) lower odds of food insecurity among program participants. Strategies to increase SNAP use may decrease food insecurity and its associated consequences among college students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Student Affairs in Africa is the property of Journal of Student Affairs in Africa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While pharmacy programs, standards, and students have changed over time, caring for our students continues to be of the utmost importance. We are interested in learning how colleges and schools of pharmacy are meeting these needs. Therefore, our objective was to characterize the roles and responsibilities of student affairs professionals associated with colleges/schools of pharmacy. All ACPE colleges/schools of pharmacy in the United States were contacted by email to identify the student affairs lead for the institution who was then sent a Qualtrics survey via email. The survey asked for college/school demographics and details of the number and responsibilities of student affairs faculty and staff. Descriptive statistics were used to summarize the results. The survey was sent to a total of 134 individuals and 78 survey responses were received after removing duplicate responses. Responding college/schools were similar in type (49% public, 51% private), size (59% entering cohort of <80 students compared to 55% nationally), and length of program (65% with program at least 4 years) compared to all accredited colleges/schools of pharmacy. The greatest number of programs had between one and three full-time equivalent (FTE) positions (39%) with between three and five FTEs close behind (31%). The team make up that occurred most frequently (N = 20) was zero to one FTE Dean/Associate/Assistant Dean and at least two non-faculty professional staff. Organizing student orientation, planning events such as hooding and white coat ceremonies, overseeing student organizations, and overseeing student wellbeing programs and student recruitment were most frequently reported to be responsibilities of student affairs offices. Overall, our findings show that the most common student affairs offices are comprised of one Dean/Associate Dean/Assistant Dean and at least two non-faculty professional staff. A limitation of our investigation was the omission of a requirement for respondents to complete the college/school field in the survey. The number and types of FTE positions devoted to student affairs and titles and responsibilities differed greatly among the responding colleges/schools. [ABSTRACT FROM AUTHOR]

Fifteen bibliometric research studies were published between 1979—2019 on articles published in journals focusing on higher education and student affairs. This study used the data science tool Altmetric Explorer for Institutions to answer research questions and complete article-level analyses on research impacts, subject area patterns of research topics, and sources and predictors of online attention. The data source was articles published in the Journal of College Student Development (JCSD) between 2007–2022 (N = 451) and six articles represented 67.7% of the research impact of all 451 articles. Multiple regression analyses investigated relationships between 17 online sources and attention scores for individual research articles. Seven predictors accounted for 99% of the variance in online sources and attention scores for JCSD articles. The results demonstrated the types of insights into research utilization that are possible using altmetrics; a deeper understanding of the audiences for research, dynamic developments of this attention, and new knowledge about the wide array of additional forms of research impact that are occurring beyond the limited scope of subsequent journal article citation counts. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Vice Presidents of Student Affairs (VPSAs) lead in a context nuanced around race that conflicts with their duty to enact the student affairs profession’s espoused values of social justice and inclusion. This paper summarizes findings from a critical qualitative case study conducted with 10 VPSAs from a diverse group of institutions located in the southeastern region of the U.S. The findings reveal how VPSAs straddle the line between prioritizing student success for students of color and serving their historically exclusive institutions. [ABSTRACT FROM AUTHOR]

This qualitative study explored the supervision practices of graduate assistant supervisors at two large research institutions. Six themes emerged as best practices: graduate assistant supervisors took a student-centered approach, provided thorough training, cultivated a learning-focused experience, established effective communication, built strong relationships with the supervised students, and reflected upon and invested in their own supervision style and supervisory experience in order to practice a situational approach. [ABSTRACT FROM AUTHOR]

This qualitative narrative inquiry examined the professional preparation of sorority and fraternity (SFL) professionals working with culturally-based sororities and fraternities. Using narratives drawn from 15 professionals and guided by our conceptual framework, we unpacked important findings in terms of ways participants referenced their limited educational experiences, how they navigated learning within the confines of their professional roles, and distinctions in the value that professional associations and networks offered them. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

In this article, members of the Critical Religious Studies in Higher Education (CRSHE) network respond to Glanzer's Recognizing Christian Complexity and Secular Privilege in Higher Education. We aim for the following goals: making explicit our fundamental assumption about Christian privilege and Christian hegemony, and their relationship to secular privilege; detailing our thinking about definitions, historical influences, social phenomena, and higher education practices related to critical theories of religion; and welcoming scholars from outside the CRSHE network into conversation about the topics of Christian privilege and critical theories of religion, so that we may, in community, move the theories forward. [ABSTRACT FROM AUTHOR]

Introduction: Burnout in medical trainees challenges their work effectiveness and impedes their ability to learn. Teachers in the clinical learning environment (CLE) are well situated to identify burnout and are often responsible for learner assessment., Methods: We developed a workshop to improve clinical teachers' identification and understanding of learner burnout while empowering them to provide constructive feedback and support. Building on best-practice feedback techniques and utilizing the Maslach Burnout Inventory (MBI) as a framework, we designed the GetINBurnOUT method to provide feedback and support for learners experiencing burnout. Applying Kern's six-step approach to curriculum development, we created and implemented a workshop for clinical teachers centered on advanced burnout knowledge, application of the MBI to the CLE, and use of the GetINBurnOUT feedback method. Kolb's experiential learning theory informed workshop activities such as group discussion, case practice, and self-reflection. Participants completed surveys immediately after the workshop to assess planned behavior., Results: We delivered the workshop eight times at local, regional, and national faculty development programs/conferences to over 188 participants. Participants rated the workshop favorably, with average scores of 4.5-4.8 out of 5 across all domains and program objectives; all participants planned to make a change to their practice. Positive comments emphasized the topic's importance and the GetINBurnOUT tool's practicality., Discussion: This workshop can enhance clinical teachers' understanding of burnout and provide them with the tools to address it in the CLE. The GetINBurnOUT method offers a practical approach for providing honest assessments while supporting learners in the CLE., (© 2024 Barak et al.)

Student Affairs and Services (SAS) in tertiary education. Changes in the purpose of higher education from education of the elite to education of all who are qualified, regardless of one’s lot in life. This article follows that progression and gives the reader an idea of what the SAS field does and how it is essential to student learning and success both as students and as graduates. By providing essential services to students, they are enabled to progress through the maize of higher education. By offering personal development programs that complement the more traditional classroom learning experiences, students are encouraged to grow and develop as human beings ready to assume roles as citizens in their ever changing communities and in settings around the world.

This case study examined how eight higher education and student affairs (HESA) professionals’ racial ideologies functioned in their understanding of racial conflict. Findings revealed that participants aided in delegitimizing students’ perceptions of racial conflict based on their campuses’ compositional diversity, history of racial conflict, and available diversity initiatives. HESA professionals viewed these areas through color-evasive frames that allowed them to acknowledge that racial conflict exists while simultaneously minimizing students’ experiences with racial conflict. Recommendations for HESA professionals center on reframing racial conflict to address student concerns.

In writings on humanizing pedagogy, the concept of love is often presented as the core principle grounding all action. However, love, as it is currently conceptualized, leaves much room for interpretation (hooks, 2000; Levinas, 1998; Matias & Allen, 2013). Therefore, it is critical as educators and Student Affairs professionals we challenge the idea of how we commonly think about love as an abstract notion (“fight hate with love”) and, rather, reimagine what love means within a movement that challenges oppressive structures within Student Affairs. By not recognizing or taking actions to correct higher education’s past acts of indifference (noting the gross injustices against Indigenous populations and the exploited labor and enslavement of Africans rooted within the history of college campuses), we are perpetuating the protection of a historical lie and continuing the legacy of settler colonialism and dehumanization within the profession. In this manuscript, we provide an overview of settler colonialism and its impact in Student Affairs, review how love is academically and culturally defined across fields, and present an alternative framework for building love as an actionable "skill set" that allows educators to move the field toward racial justice and humanization.

White people, Black men, and non-Black People of Color often expect Black women to care for others, often to the detriment of Black women being able to prioritize their own needs. This feeling is even more pronounced in helping professions, such as student affairs, and is consistent with a history of expectations that Black women care for others’ needs. In this manuscript, we use Black Feminist Thought to explore racial battle fatigue and how Black women student affairs educators worked to center themselves and focus on their healing from gendered racism. We employed a narrative inquiry methodology to center participants’ stories. Findings illustrate differences between self-care and healing, the importance of community, and efforts to support future generations of Black women. Our work builds on Black Feminist Thought as a theoretical framework and contributes to the literature on the particular ways racial battle fatigue manifests and strategies for healing in the midst of navigating gendered racism.